This article deals with the integration of math in science classrooms. Right off the bat the article states, "West and Tooke (2001) who suggest that teaching certain concepts in one discipline can enhance the understanding of specific concepts in the other discipline." This is something that all teachers need to realize. When you make connections with knowledge and concepts in one discipline, it helps students carry that information over to another discipline. This integration between math and science (ie - D=V/T) is not only merely a simple. This article doesn't just want an "integration," it wants a math-science lesson where both subjects are taught equally.
I thought this article was a little hard for me to relate too because I am not necessarily a "physics guy" however I did enjoy reading about what should be done when trying to "mix it up" in the classroom. When using this type of model in a physics or math classroom the article says that the lesson needs to agree with both the science and math standards, not just one. Along with those standards there also needs to be a showing of the parallels in science and in math.
The article also states many problems that teachers may run into, "lack of planning and implementation time, difficulty in coordinating teacher teams and students, limited availability of instructional models and/or materials, and weak content knowledge." I would not think that this lesson is for a "beginning" or "inexperienced" teacher. This type of lesson I would think takes a lot of skill, knowledge, and experience when implementing ALL the proper instruction. Along with the bad, there is always the good. Team teachering is a great way of solving the problems that come up due to greater content knowledge and experience. It is said that when teachers have higher content expertise their students achieve higher cognitive gains.
The article gives you steps in which I completely agree will help you to integrate math into your science lesson. The first says to find a confident math teacher in order to partner with. Having this relationship will allow the two of you to work together to best benefit your students. The second says to choose a science concept, one that aligns with both math and science standards and one that you can integrate fully into lessons. After finding that, you need to teach the science part to the math teacher and identify the important math concepts within the lesson. After defining what you want to teach/integrate both teachers should co-create the lesson plan. This type of lesson is a great way to benefit students to make connections between math and science. The benefits are numerous and students really seem to react to the connections that they find.
Mickey Ennis
Mix It Up:
http://www3.nsta.org/main/news/stories/science_teacher.php?category_ID=88&news_story_ID=53248
This article deals with the integration of math in science classrooms. Right off the bat the article states, "West and Tooke (2001) who suggest that teaching certain concepts in one discipline can enhance the understanding of specific concepts in the other discipline." This is something that all teachers need to realize. When you make connections with knowledge and concepts in one discipline, it helps students carry that information over to another discipline. This integration between math and science (ie - D=V/T) is not only merely a simple. This article doesn't just want an "integration," it wants a math-science lesson where both subjects are taught equally.
I thought this article was a little hard for me to relate too because I am not necessarily a "physics guy" however I did enjoy reading about what should be done when trying to "mix it up" in the classroom. When using this type of model in a physics or math classroom the article says that the lesson needs to agree with both the science and math standards, not just one. Along with those standards there also needs to be a showing of the parallels in science and in math.
The article also states many problems that teachers may run into, "lack of planning and implementation time, difficulty in coordinating teacher teams and students, limited availability of instructional models and/or materials, and weak content knowledge." I would not think that this lesson is for a "beginning" or "inexperienced" teacher. This type of lesson I would think takes a lot of skill, knowledge, and experience when implementing ALL the proper instruction. Along with the bad, there is always the good. Team teachering is a great way of solving the problems that come up due to greater content knowledge and experience. It is said that when teachers have higher content expertise their students achieve higher cognitive gains.
The article gives you steps in which I completely agree will help you to integrate math into your science lesson. The first says to find a confident math teacher in order to partner with. Having this relationship will allow the two of you to work together to best benefit your students. The second says to choose a science concept, one that aligns with both math and science standards and one that you can integrate fully into lessons. After finding that, you need to teach the science part to the math teacher and identify the important math concepts within the lesson. After defining what you want to teach/integrate both teachers should co-create the lesson plan. This type of lesson is a great way to benefit students to make connections between math and science. The benefits are numerous and students really seem to react to the connections that they find.